Uptake of Optional Activities Leads to Improved Performance in a Biomedical Sciences Class

Abstract

Students value optional (non-assessed) learning activities as they can use them to achieve their intended grade. Such additional activities can also be useful to cater for different levels of background knowledge and therefore to equalise the students’ opportunity to succeed. This study examines the implementation of two optional activities, one online and one paper-based. The activities complemented the lectures and practical (laboratory) classes and were designed to give students additional practice with the key concepts. It was predominantly the most ambitious students who engaged with the activities. Those students who engaged with the activities achieved a higher mark relative to their mark in a comparable prerequisite class. The students strongly preferred the paper activities, and although they would like both online and paper options to be available, they would not be willing to pay a small fee for the online activity.